Seminar focus: revise a claim for an audience without distortion
Compare how the same finding could be framed for whānau, school leaders, or a public audience. Ākonga practise clarity without exaggeration and challenge language or visuals that trade accuracy for impact.
- Seminar move: Audience-framing comparison and peer editorial conference
- Seminar outcome: A concise statistical argument with an accuracy rationale
🎯 Learning Intentions
- Design a poster or slide deck summarising the investigation
- Communicate key findings visually
- Present findings to an audience
Use the investigation brief and rubric to check that every PPDAC stage is visible in the final product.
🎥 Media Anchor (8 mins)
Video: Effective Presentations
- What should an audience understand in the first 30 seconds of your findings?
- How can you explain uncertainty clearly without weakening your message?
1. Layout Design (10 mins)
A good statistical poster flows logically:
- Title: Catchy question.
- Plan: Who did you ask? (Sample size)
- Data: Your best graph(s). Bigger is better!
- Conclusion: The answer and "So what?"
2. Task: Create Final Product (30 mins)
Students assemble their investigation into a final format:
- A3 Poster (hand-drawn or printed elements)
- Google Slides presentation
- Infographic (using Canva etc.)
Focus: Make the Data the hero. The graph should be the first thing people see.
3. Gallery Walk Rehearsal (10 mins)
Stick up posters (or open laptops). Walk around and leave 1 Post-It note on another student's work:
- "I like how you..."
- "Your graph clearly shows..."
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Ākonga present a position on the shared investigation and defend it under challenge.
Ngā Paearu Angitū — Success Criteria
- ✅ I can present a statistical claim with its supporting evidence.
- ✅ I can respond to a challenge by revising my claim or defending it with evidence.
Differentiation & Inclusion
Scaffold support: A structured challenge protocol so the defence is disciplined rather than adversarial. Extension: present to an audience that disagrees.
ELL / ESOL: Rehearse one anticipated challenge and its answer before presenting.
Inclusion: Challenges can be submitted in writing; the defence can be too.
Mātauranga Māori lens: Reporting findings back to the people whose data it is, in a form they can use, is a kaitiakitanga obligation, not only a communication skill.
Prior knowledge: Students should have basic familiarity with data displays (bar graphs, dot plots). No prior statistical investigation experience required — the PPDAC inquiry cycle provides accessible scaffolding for first-time investigators.
Curriculum alignment
This lesson develops the Level 4 statistical-investigation objective through a real stage of the PPDAC cycle. See the unit curriculum companion for the exact source statement and lesson-to-evidence map.